Inclusive education: Theory and practice

The paper discusses theoretical bases of inclusive education which has become, of Summary lately, prioritised in all countries that are entering or have already started the reform process of their education systems. Explanations are given of some currently used terms related to education of children with special needs as well of those terms which seem to be outdated and fading away. By presenting different models that have appeared since 1960s, highlighted is the difference between the concepts of integration and inclusion, as well as the benefits for all the participants that inclusive education offers. Despite its numerous advantages, the process of introducing inclusive education progresses slowly and with difficulties in many countries. Inclusion of children with special needs in regular schools is influenced by a number of factors, some of which present serious obstacles. Yet, having in mind how important it is for children with special needs to start their education as early as possible, we paid special attention to the possibilities and requirements necessary for including these children in preschool institutions. A successful inclusion of children with special needs can be achieved by student-centred programmes, by developing a positive attitude towards these children among regular students and teachers, by a continuous cooperation with parents, and by establishing a team for monitoring and stimulating the development of these children.